QR Codes in the classroom

QR (quick response) codes are the latest way to engage students and integrate technology into the 21st Century Classroom. If you are thinking of integrating them into your lessons, here are a few ideas.

First things first: what are QR codes?

What are QR codes?

But: why would I use them?

Just a few ideas to get us started.

Next: how do you make QR codes?

Free QR code generator

Finally: How do students use QR codes?

Scan with iPad or iPhone, or android

LESSON PLANS for QR CODES:

1. One of the most popular uses of QR is to produce Scavenger Hunts. In these lessons, students use individual devices (or work in small groups with one device between them) and hunt around the school or school grounds for information. This type of lesson can be used for review, with each “station” posing a question that must be solved, to start a new unit with a “bang” or to get students on their feet during an otherwise stationary lesson. Once students have solved all of the questions, they return to the classroom. You can use a map of the school to guide students, or have each QR provide a hint to the next clue.

Click here for more ideas about QR Scavenger Hunts.

2. Worksheets: QR code worksheets can easily be generated to create deeper, more dynamic learning. Rather than creating two or three different lesson plans (one mainstream, one bonus activity, and one modified activity, for example), you may choose to produce a single worksheet that allows students to choose the level of engagement. For example, design a worksheet with the framework: Problem 1, Problem 2 and so forth, with questions becoming more difficult as they go on (this style of workbook can be seen in math resources, such as JumpMath).

Worksheets can also be designed to provide bonus activities, answer keys, and links to videos and websites that will help students complete their work:

3. Language and Literacy: if you are interested in using technology to increase students reading comprehension and vocabulary, there are several innovative ways to integrate QR codes. One method is to provide QR codes with reading comprehension questions in the actual books that are assigned to students. For example, while students are reading a literary circle novel, certain pages may be book marked with QR codes that ask students specific questions about the text (theme, plot, characterization, stetting), or provide side notes on difficult or interesting aspects of the novel (new vocabulary, concepts, etc). Another method is to provide a worksheet (as shown above) with QR codes pointing students to new ideas and concepts, or definitions to new words.

Another method may be to have students use QR codes instead of stick notes. Often teachers ask students to book mark and stick note their novels during reading, so that they can refer back to these notes later when doing a report or discussion. Students might read and work with a device that allows them to create their own QR codes in  place of these notes. One advantage to this is that students may find themselves doing more thorough research. A disadvantage is that they may become distracted while reading…

4. Math Class: create “math menus.” These booklets allow students to watch videos, play games or link to apps that will challenge a particular skill they are learning. These booklets can be placed in bonus activty bins for students who have completed their work, or integrated into daily lessons.

Click here or here for more information

5. Social Studies/History Class: create museum tours using QR codes. Codes allow students to access oral histories, photos and artifacts on a particular subject. These codes can be placed in textbooks or provided as worksheets. What is interesting is that your local archives, as well as museums around the world, have endless online resources. Many of them already have QR codes in place, within their exhibits, that you may be able to use.

Students may also wish to create their own museum within the classroom, with QR codes that guide other students, teachers and parents around their classroom.

Click here for an example of a self-guided exhibit tours using QR codes.

6. Science Class: what could be better than direct links to labs, scientists, and experiments that get students excited about science? One of my favorite uses of the QR code in science has been for complicated images, such as the periodic table. Note: there are some excellent Apps that provide similar help.

More and more, students are integrating QR codes into Science Fair projects, as well as posters for the classroom and hallway.

Click here for a great article on Science and QR codes.

7. Station Activities: a great way to create group work and self-checking activities is to implement QR work station activities.  Just as you would create typical work stations, add QR codes on laminated cards to provide additional support to students. Another method may be to provide visuals that require further “decoding,” such as maps

This teacher uses QR Codes for the “equity game,” a popular activity that challenges students to explore distribution of resources within a city, country or globally.

Here, students explore the environment to explore and share research for an ecology unit.

QR codes can also be used by students to sign out material:

or solve mysteries!

8. Book Reports: Students use the format of literature circles to form opinions, vocabulary and understanding of the themes and characterization of a novel. After completing their literature circles, students create book reports using multimedia (video, photos, voice, etc). These movies are uploaded and linked to a QR code. QR codes are then printed and placed within the back of the book they reviewed, allowing students to access book reviews from their classroom, and even their school library.

Click here or here for more information.

9. Flip Classrooms:  QR code learning can also be used with “flip classrooms” by providing students with guided learning outside the classroom, and Q&R work time within the classroom. As with a regular flip classroom, students use a classroom blog to learn a lesson (usually at home or in a specific learning block). Their goal is to gain information from a lecture, website or video (teacher generated or otherwise), just as a classroom lecture would instruct them. During class time, students would use the time to answer questions, complete worksheets and experiments, etc, under the guidance of the teacher. QR codes can be used for more comprehensive and accessible access to information; the major advantage being that links can be difficult to copy from a worksheet, or in providing direct information, so as to avoid “I couldn’t find it” conversations the following day.

These lessons scratch the surface of potential for integrating QR codes into the classroom. Check out Karen Mensing’s enthusiastic TED talk on the “Magic of QR codes” for more inspiration.

Forty Interesting Ways to Use QR Codes in the Classroom

The Flip Classroom

The idea of “flipping a class” is to send students home to “learn” and use class-time for Q&A, hands-on work, projects and “homework.” The question is, how effective is this model of teaching?

Last year, I had the opportunity to experiment with  the “flip classroom model” in grade 7 and 8 IT classes. In short,  because I did not see the students often, I made several videos at home, using screen capture and video capture. I walked them through the steps of making a “Choose Your Own PowerPoint Adventure.” The goal was to have students watch each step of the process over the week and come prepared to class with the tools to get started. One of the major advantages of this type of lesson was that students who missed class were able to stay in the know; furthermore, when students did not watch the video at home I simply had them watch it in class without having to spend time catching them up. Instead, I was busy walking around the room checking on students progress and answering questions. Another unexpected and wonderful feature of this type of learning was that students who were ready for the next step simply watched the next video and got on with it.

Students moved at a steady pace. Those who didn’t do their homework (watching the videos at home) simply came in at lunch or recess, or took the 10 minutes to watch it in class. Those who were ready for the next step moved on ahead of others. Did this create inequitable learning. Quite the opposite- EACH student completed the assignment beyond my expectations. Those who had moved ahead simply went deeper into the process; they were also the ones walking around the room showing others what they had learned.

In sum: while the conventional model asks teachers to spend class time explaining new concepts and providing practice questions, the flip classroom asks students to do the initial learning at home and spend class-time with productive student-centered learning.

The next big question: would this model work in core subjects. More importantly- who the heck has time to put this sort of learning module together?

My argument For:

• students are ON THE GO these days. Whether they are in hockey, dance, swimming, soccer or voice lessons, the reality is that students are spending less and less time at home on homework, and more time in the car on their way to the next extra-curricular activity. Because so many students have iPhones and personal devices, the advantage of watching a quick video tutorial is obvious- no more “I didn’t have time to do my homework” excuses!
• Students are asked to bring their homework home, where they spend upwards of an hour per subject mulling through math questions and readings. Some of them do well; others give up in frustration. They call their parents, friends and even their teacher to ask for assistance. Perhaps they are told the correct information; but often they end up frustrated and worried that “that is not the right method of finding the answer”, and so forth. With a flip model, students do their “homework” IN the classroom.
• Students who miss school would be at a great advantage in having a video tutorial to keep them in the loop. Rather than coming back to school with a mountain of work, students remain on top of their lessons.
• Students who need review, missed a key point the teacher said and are too shy to ask them to repeat it, or simply do not engage in classroom learning are able to replay, pause, take notes, and slow or fast-forward their learning.
• Parents can view lessons and stay connected with what is happening in the classroom,
• There are tons of ready-made materials; you may not necessarily have to create all your flip lessons from scratch
• Students spend class-time working in small groups, working on projects, asking questions and going deeper into the learning
• Students seem to take more initiative and become active learners.
• Teachers are working with students, rather than standing at the front of the room talking at them
• True differentiation

THE CONS:

• The initial start up work
• Students may not have access to videos at home
• lumping students into categories during class-time: low, middle, advances learners
• getting parents and admin on baord

When do teachers have the time to put this all together? This really is the dilemma. I spent time making the videos at home, but I certainly had to learn the technology of capturing ahead of time. If you do not feel comfortable recording yourself on video, that is another problem. But think: if you make a mistake, you can pause and restart, unlike in the classroom. In a way, it takes the pressure off. I would love to see Pro-D time put aside for the production of these short videos. My guess is that lecture time will actually become more concise with the flip model. Furthermore, there are SO MANY videos and PowerPoints already out there that you can simply have students watch these. Some examples are:

• Khan academy
• Flocabulary
• Discovery Channel
• PBS
• National Geographic
• TeacherTube

I start with a search on Vimeo or YouTube, TeacherTube. You will immediately see what is out there, what is good and what you could do better yourself. Once you have your resources, post them on the classroom website or Moodle. The advantage of classroom blogs is that students are able to post questions and become co-authors of the website. Have students scope out movies and resources to post.

If you are interested in reading/viewing more about flip classrooms, check out the following videos:

• Why I flipped my classroom
• What is “flipping”
• Flipping the classroom